Aggressive behavior can serve a number of purposes for the aggressor, including providing a way to be left alone or allowing a normally powerless individual to assume control in some situations. This behavior is often violent and can lead to discipline problems and in the extreme, involvement with the judicial system. Interventions to reduce aggressive behavior are effective, particularly when begun early in life. However, interventions that take place after someone has been involved with the judicial system can also be effective.
The Prime Time Project
The Prime Time Project targets youth who have a history of involvement with the juvenile detention system and attempts to break the cycle of aggressive behavior that can lead to increased crime and incarceration. Interventions involve families, schools, the justice system, child welfare workers and mental health professionals. The Prime Time Project believes that at-risk youth should be treated within the community.
The program involves training police officers to recognize youth in mental health crisis; performing a risk assessment when the child is taken into the justice system; and developing a care plan that involves the youth, family and various social services. The program has resulted in reduced re-arrest rates, increased school attendance, reduction in emotional problems and an increase in family functioning.
The Good Behavior Game
The Good Behavior Game is a classroom intervention that reduces aggressive behavior by defining and rewarding good behavior. Teachers clearly define desired behaviors and individual children and teams have the opportunity to “win” rewards. Teachers track instances of undesired behavior, such as talking without permission, on a flip chart or blackboard and after a certain number of instances, the reward is lost to the individual or team. Rewards include small treats such as food, additional play time or the opportunity to pick a story read by the teacher.
A study into the long-term effects of the Good Behavior Game published in the Journal of Drug and Alcohol Dependence in June 2008 found that children who played the game benefited as they reached young adulthood. They were less likely to become dependent on alcohol, drugs or tobacco and displayed fewer instances of antisocial behavior.
Fast Track
The Fast Track program identifies first-graders at risk of developing aggressive and antisocial behavior and prevents future problems by providing a 10-year intervention. The program addresses: the child’s ability to function and learn in a classroom setting; the effectiveness of parents in supporting children; and the relationship between parents and the school.
In the classroom, teachers expand the curriculum to help students develop the emotional and social concepts and self-control needed to perform better scholastically. Parents are trained on how to manage child behavior through positive reinforcement and on productive relationships between the parent and school. Children receive special training on social skills and friendship, and are tutored in reading. The program demonstrates that Fast Track children have fewer conduct problems and a lower incidence of placement in special education programs than their non-Fast Track peers.
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